Peran Pembelajaran Berbasis Proyek dalam Meningkatkan Kreativitas Siswa

Abstract

Project-Based Learning (PBL) represents an innovative pedagogical model designed to enhance students' creative competencies, particularly at the primary education level, such as Madrasah Ibtidaiyah (MI). This approach emphasizes active student participation in real-world problem-solving projects, enabling them to apply knowledge and develop skills such as critical thinking, collaboration, and innovation. This article examines the role of PBL in fostering creativity among MI students by exploring how it contributes to the development of problem-solving abilities, team collaboration, and deep conceptual understanding. The study employs a qualitative descriptive method, examining the implementation of PBL in MI classrooms and its impact on students' creative development. Findings indicate that PBL encourages student independence and promotes the integration of academic content with authentic contexts, thereby enhancing engagement and creative output. Nonetheless, challenges such as limited resources, infrastructural constraints, and heterogeneous student abilities present obstacles to optimal implementation. Despite these challenges, the study highlights that with adequate support from educators and institutional leadership, PBL can significantly improve student creativity and active learning. The article emphasizes the importance of teachers in Islamic primary schools adapting and refining PBL strategies to align with students' real-life experiences and educational needs. This contributes to more dynamic, meaningful, and student-centered learning environments that are responsive to 21st-century competencies.